Find Academic Supervisors

Florian BerdingView profile

Professor

• Accounting Education
• Sustainable Innovation Processes
• Artificial Intelligence in Education
• +4 more

Prof. Florian Berding is a Professor of Business Education at the University of Hamburg's Faculty of Education, specializing in Vocational Education and Lifelong Learning. He holds a habilitation in vocational pedagogy and has held academic positions at multiple institutions, including Universität Oldenburg and PH Weingarten. His research focuses on accounting education, sustainable innovation processes, AI-driven learning analytics, and digital teaching technologies. Berding has developed several validated assessment instruments, including the IMEB series for measuring epistemic beliefs and the NaWi-Test for sustainability knowledge. He has led major research projects such as InnoNE (funded by the Federal Institute for Vocational Education) and NaWiL (supported by the German Federal Environment Foundation). His work emphasizes integrating AI tools into education, as seen in the EDDA lesson-planning system and the aifeducation R package. Berding has been recognized with awards including the Käthe und Ulrich Pleiß-Stiftung Prize and UNESCO accreditation for sustainability initiatives. His publications span over 100 peer-reviewed articles, books, and edited volumes, contributing significantly to vocational pedagogy and educational technology. Berding's academic qualifications include a Master's and Bachelor's in Business Education and Mathematics from Carl von Ossietzky Universität Oldenburg. He maintains editorial roles in journals like Zeitschrift für Berufs- und Wirtschaftspädagogik and actively contributes to professional development through teaching fellowships and international collaborations.

• Philosophy Education
• Teaching Methodology
• Educational Theory
• +3 more

Philipp Scherler is a Researcher at the University of Hamburg's Faculty of Education, specializing in the Didactics of Social Sciences and Mathematics and Natural Sciences (EW 5). He has been a scientific assistant since 2014, focusing on philosophy education and teaching methodologies. He is based at Von-Melle-Park 8, Room 416, and can be contacted via email or phone +49 40 42838-5997. He holds a Master's degree in Teaching German and Philosophy from the University of Hamburg and the University of Aveiro (Portugal, 2004-2010). In 2011, he completed his First State Examination with distinction, earning the Wolfgang Schulz Preis. Since 2013, he has also served as a teacher at Gymnasium Ohmoor in Hamburg. His research emphasizes problem-oriented and competency-based teaching approaches, lesson planning, argumentation theory in philosophy education, and philosophy as a cultural technique. He regularly teaches courses like 'Introduction to Philosophy Didactics' and supervises educational practicums. Notable awards include the Wolfgang Schulz Preis (2011) for academic excellence. His teaching contributions span multiple semesters, focusing on integrating practical classroom experiences with theoretical frameworks.

Maria ChristoforouView profile

Assistant Professor

• Immersive Storytelling
• Digital Media
• Interactive Theater
• +8 more

Dr. Maria Christoforou is an Assistant Professor at the University of Nicosia , affiliated with the School of Humanities and Social Sciences and the Department of Design and Multimedia since 2006. Her work bridges immersive storytelling, digital media, and feminist narratives through innovative technologies like VR and 3D art. PhD in Philosophy, Nottingham Trent University MA in Interactive Multimedia, University of the Arts London Bachelor of Arts in Graphic Communication, University of Nicosia Associate Degree in Science, University of Indianapolis Her research focuses on immersive storytelling methodologies , transmedia narratives , and digital art . She explores the emotional and symbolic impact of hybrid virtual/real environments, particularly through feminist perspectives and theories of the sublime. Dr. Christoforou’s publications span VR-mediated language education , interactive documentaries , and phytopathology . Key trends include the integration of AI, extended reality (XR), and metaverse platforms in pedagogy, alongside cultural and ecological studies. Scientific Awards: Third Prize, PlayStation London Awards (2002) First Prize for Best Logo, Against Violence in the Family Association (1998) First Prize for Best Christmas Card Design, Telethon Campaign (1998) She is an experienced educator and trainer, leading workshops in digital media , immersive storytelling , and creative techniques for both children and adults. Her work emphasizes empathy, catharsis, and feminist themes through art and technology.

Hildegunn Kyvik NordåsView profile

Adjunct Professor

• International Trade
• Economics
• Digital Transformation
• +3 more

Hildegunn Kyvik Nordås is an Adjunct Professor at the School of Business, Economics and Law at Örebro University. She is also a Senior Associate at the Council on Economic Policy (Switzerland), a member of the Portulans Institute’s advisory board, and part of the OECD AI Observatory’s expert group on AI. She holds a PhD from the University of Bergen (1998) and has been associated with the OECD since 2005, focusing on services trade and regulatory policy. Her research emphasizes barriers to trade in services, the digital transformation of services enabled by AI, and cross-border data flows. Recent projects include the AI-Econlab initiative at Örebro University, exploring AI’s impact on services trade. Key themes in her work include regulatory coherence, trade policy design, and the interplay between technology and global markets. Notable publications analyze automation’s effects on engineering services, India-EU trade agreements, and the role of services in manufacturing competitiveness. Her work bridges economics, policy analysis, and digital innovation, with contributions to journals like Review of International Economics and Foreign Trade Review . She has advised international organizations and contributed to policy frameworks such as the Services Trade Restrictiveness Index (STRI). Her research underscores the need for updated regulations to leverage technological advancements in global trade.

• Inclusive Education
• Special Education
• Educational Psychology
• +4 more

Marit Uthus is a Professor at the Norwegian University of Science and Technology (NTNU), affiliated with the Department of Teacher Education and the Department of Education and Lifelong Learning. Her research focuses on inclusive education, student well-being, and special education practices. She has contributed to numerous publications exploring teacher-student interactions, Lesson Study methodologies, and systemic challenges in Norwegian education. Her work emphasizes student voices in shaping inclusive practices, particularly through projects like INCLUSCHOOL. Uthus frequently engages in public discourse on education policy, critiquing PISA-driven reforms and advocating for values-based inclusive frameworks. She has authored books and articles on special needs education, teacher self-efficacy, and mental health in schools. Uthus collaborates with schools, municipalities, and national organizations to translate research into actionable strategies. Her teaching includes courses on health and well-being in schools, special education, and leadership roles in educational equity.

• Software Engineering
• Configuration Management
• Agile Software Development
• +3 more

Lars Bendix is a Senior Lecturer in the Department of Computer Science at Lund University's Faculty of Engineering (LTH). His research focuses on software engineering methodologies, particularly in distributed and agile development contexts. He investigates collaboration dynamics, communication challenges, and the role of configuration management in global software projects. With 45+ research outputs, his work bridges technical practices and human aspects of software development. His research interests include extreme programming, software configuration management, and team programming practices. Key themes in his work address outsourcing challenges, coordination in distributed teams, and process optimization in agile environments. His articles consistently explore real-world software development scenarios, emphasizing practical solutions for global teams. Notable topics include communication absence in collaboration, configuration management's role in agile projects, and lessons learned from distributed development trenches. While no specific grants or awards are listed, his extensive publication record indicates sustained research activity in cooperative software engineering and human-centric development practices.

• English Literature
• Composition Studies
• Educational Pedagogy
• +3 more

Ethel Chandler served as an instructor of Freshman English at Wilson College during the 1913-1914 academic year. Her appointment followed a competitive selection process led by Dr. McKeag, who praised her diligence, lesson preparation, and pedagogical skills. Despite her positive performance, she was not reappointed after 1914 due to restructuring in the English Department, which redistributed her role among other faculty members. Dr. McKeag provided strong letters of recommendation for her post-Wilson job searches in 1915, affirming her contributions and endorsing her professional potential. Ethel Chandler held an A.B. degree from Mount Holyoke College (1903) and was nearing an A.M. degree from Radcliffe College by 1913. Prior to her brief tenure at Wilson, she taught high school English in Vergennes, Vermont (1905–1908), Little Falls, New York (1908–1910), and Northampton, Massachusetts (1910–1912). Her teaching evaluations highlighted her meticulous approach, hard work, and ability to engage students in foundational English studies. Though no specific research awards or publications are documented, her career focused on educational excellence and classroom innovation. Her references emphasized her ethical character and adaptability as a teacher, particularly her patience with non-advanced English learners. No lab affiliations or grant details are noted in the archives, but her teaching roles spanned diverse institutions, underscoring her commitment to early 20th-century pedagogical practices.

Eun Kyung KoView profile

Associate Professor

• Science Education
• Elementary STEM Pedagogy
• Scientific Inquiry Methods
• +1 more

Eun Kyung Ko is an Associate Professor specializing in Science Education within Elementary Education at National Louis University's National College of Education. Research domains: STEM/STEAM integration for multilingual learners Culturally responsive AI applications in science education Video-based teacher development tools Scientific inquiry observation frameworks Grant leadership: Principal Investigator: NSF Noyce Grant for Middle School Master Science Teachers TQP AUSL Grant for STEM teacher preparation FIPSE projects developing metacognitive toolboxes for inquiry Instructional innovations include the Science Inquiry Observation Tool (SIOT) and Frozen Moment Video Analysis-Science (FMVA-S). Serves on Chicago Teacher Partnership Program science workgroup.

Yvonne LiljekvistView profile

Professor

• Mathematics Education
• Teacher Professional Development
• Educational Technology
• +3 more

Yvonne Liljekvist is a Professor in Mathematics Education Research at Karlstad University, Sweden. She leads interdisciplinary research groups including ROSE (Research on Subject Didactics) and KOSS (Knowledge and Quality across School Subjects and Teacher Education), and is part of the SMEER research center. Her work focuses on teaching development, digitization's impact on learning, and research-practice partnerships in mathematics education. Her research explores conditions for teacher planning, professional development, and infrastructure for educational improvement. She has led projects funded by VR (Swedish Research Council) and Skolfi, examining topics like formative teaching, feedback methods in adult education, and teaching management systems. She actively contributes to international conferences and journal editorships, such as the Proceedings of the 14th International Conference on Mathematical Creativity and Giftedness (2025). Liljekvist's teaching spans primary teacher education, master’s programs, and postgraduate courses in mathematics didactics. Her research highlights innovative tools like Interactive Mathematical Maps for geometry and algebra, and investigates teacher professional development via social media platforms like Facebook. Key themes include teacher collaboration, digital pedagogy, and bridging secondary-tertiary mathematics education gaps. Her work addresses challenges in teacher preparation, curriculum resource utilization, and leveraging technology for equitable learning. Recent studies include analyzing pandemic-era remote teaching experiences and developing frameworks for student-centered digital learning environments.

• Social History of Medicine
• Infectious Disease Impact
• Oral History Methodology
• +3 more

Dr. Ida Milne is a Lecturer in European History at Carlow College. She holds a PhD from Trinity College Dublin (2011) and has held research fellowships at TCD, Maynooth University, and Queen’s University Belfast. Her research focuses on the social and medical impact of epidemics, particularly the 1918-19 influenza pandemic, and the history of Irish Protestant communities. She co-authored Irish AND Protestant (2019) and authored Stacking the Coffins (2018). Milne has been a frequent media commentator on pandemic history during the COVID-19 crisis, appearing in RTE , Irish Times , and international platforms. Professional roles include co-chairing the European Social Science Conference’s Health and Environment Strand and serving on the Oral History Association (US) International Committee. She has organized major conferences, including the RIA Disestablishment conference (2021) and the TCD Glasnevin influenza exhibition (2018). Her current research explores childhood diarrhoea management in the Global North and Protestant engagement with the GAA. Milne’s work bridges academic research and public engagement through projects like the RAMI Living Medical History oral history initiative. She has delivered over 30 invited lectures and keynote addresses globally, including at the Council of Europe and the Association of Archivists.

• General Pedagogy
• School Development
• Curriculum Development
• +3 more

Prof. Dr. Karin Grinner is a University Professor at the Upper Austria University of Teacher Education (PH OÖ), specializing in General Pedagogy and School Development. She leads curricular initiatives and teaches educational foundations for primary and secondary schools, focusing on methodology, reflective teaching practices, and professional competence development. Her work emphasizes curriculum design, leadership in educational institutions, and school quality research. Education: Doctorate in Pedagogy and Educational Psychology (JKU Linz, 2007) Magister in Social and Economic Sciences (JKU Linz, 1995) Teaching Certification in Economics & Business Education (Federal Pedagogical Academy, 1990) Research & Projects: Curriculum development for teacher education programs Leadership of the Master’s program in 'Teaching and Learning-Effective Professional Development' Member of validation commissions for teacher training programs Head of the Curriculum Commission for Secondary General Education (2021–2024) School quality research, including the 'School Portrait' methodology Publications: Focus on educational governance, teacher training, and systemic school development. Recent work includes contributions to Policy Futures in Education and the Handbook of Moral Motivation . Grants & Networks: Collaborations with Austrian ministries, universities (e.g., University of Klagenfurt, Salzburg), and international projects like the Erasmus+ Strategic Partnership.

Faizah GrootensView profile

Lecturer

• Transcultural Dance Education
• Rhythmic Dynamic Pedagogy
• Primary Education Methodology
• +3 more

Faizah Grootens is affiliated as a Lecturer at the Academy of Theatre and Dance (Amsterdam University of the Arts), Stichting Educatieve Projecten, Art Rules Curaçao, and multiple Cuban and Dutch institutions. Her work focuses on transcultural dance education, blending rhythmic-dynamic approaches with cultural diversity principles. Education: Graduate of Dance in Education (Amsterdam University of the Arts) Studies at Instituto Superior de Arte (Cuba) Research Focus: Developing theoretical frameworks for rhythmic-dynamic lesson approaches in primary education, emphasizing cultural exchange and identity formation through dance. Collaborates with Ise Verstegen to bridge theory and practice in transcultural pedagogy. Publications & Workshops: 2021 Podcast on Ritmisch-Dynamisch Dansonderwijs 2019 Research Publication on Transcultural Dance Education Workshop on Rhythmic-Dynamic Approaches in Primary Education Professional Experience: Choreographer and educator with Laleget Danza, Dutch National Opera and Ballet, and others. Advocates for dance as a universal cultural bridge across national and cultural boundaries.

Jason AndersonView profile

Associate Professor

• Teacher Education
• Educational Linguistics
• Multilingualism
• +4 more

Jason Anderson is an Associate Professor at the University of Warwick, specializing in teacher education, language pedagogy, and multilingualism. His research focuses on teacher expertise in the Global South, translanguaging practices, and equitable education policies. He holds a PhD from the University of Warwick (2021) and a Postdoctoral Fellowship (2022). Anderson has authored award-winning books like Teacher Expertise in the Global South (2023) and contributes to journals such as ELT Journal and Language Teaching . He also serves as series editor for Delta Publishing's Ideas in Action and chief editor of the ELTED Journal . His work bridges academic research and practitioner needs, with over 100 publications and consultancy projects for UNICEF, British Council, and ministries of education across Africa, Asia, and South America. Anderson has received prestigious awards, including two British Council ELTon Awards and the Christopher Brumfit Essay Prize. His recent research explores translanguaging pedagogy in India and rebranding terms for language education in challenging contexts. Anderson's professional roles include visiting lecturerships at the University of Malta and Ibn Haldun University. He actively engages in global education discourse through conferences, webinars, and platforms like Twitter (@jasonelt), emphasizing participatory research and locally contextualized solutions for educational challenges.

Aidan TanView profile

Academic

• Infectious disease
• General paediatrics
• Meta-research
• +6 more

Dr. Aidan Tan is an Adjunct Senior Lecturer at the Sydney School of Public Health, University of Sydney, and maintains concurrent clinical roles as a Paediatric Registrar and Deputy Chief Resident Medical Officer at Sydney Children's Hospital. He holds significant governance positions including membership on the Medical Board of Australia and Board Directorship (with Treasurer responsibilities) at the Association for Interdisciplinary Meta-Research and Open Science. Education Doctor of Philosophy (Medicine and Health) - University of Sydney (2021–present) Graduate of the Australian Institute of Company Directors - AICD (2024) Master of Medicine (Child and Adolescent Health) - University of Sydney (2020–2021) Doctor of Medicine / Bachelor of Medical Studies (Distinction) - University of New South Wales (2014–2019) Research Focus Dr. Tan's interdisciplinary research spans infectious diseases, paediatric medicine, meta-research methodologies, open science frameworks, and evidence-based healthcare. His investigations emphasize health equity, clinical trial governance, data sharing ethics, and the intersection of medical education with research innovation, particularly in improving scientific transparency and accessibility. Publication Trends Recent publications demonstrate Dr. Tan's focus on clinical research methodology, including comprehensive scoping reviews of equity in trials, analyses of data-sharing practices, and assessments of COVID-19 trial landscapes. His work frequently employs cohort studies, surveys, and methodological evaluations to address gaps in research transparency, pediatric pain measurement, and global health interventions. Awards NSW/ACT RACP Trainee Research Award Finalist (2023, 2024, 2025) Conferred Academic Titleholders Engagement Award - Education, UNSW (2024) No information is available regarding student advising roles, research grants, or laboratory leadership at this time.

Phil PoultonView profile

Lecturer

• Teacher Professionalism
• School-Based Curriculum Development
• Teacher Professional Learning
• +1 more

Dr. Phil Poulton is a Lecturer in the School of Education at RMIT University, specializing in teacher education and curriculum research. He holds a PhD from the University of Sydney (focused on early career teachers’ curriculum-making) and an MPhil from Queensland University of Technology. Previously, he worked as a primary teacher, Principal Project Officer in Queensland’s Department of Education, and Head of Curriculum, gaining extensive experience in educational leadership and policy. Education PhD in Education, University of Sydney Master of Philosophy (Education), Queensland University of Technology Research Interests Teacher professionalism and agency School-based curriculum development Teacher professional learning Ethics in educational research Awards 2023 AARE Postgraduate Student Researcher Award 2024 AARE Early Career Researcher Award Advising & Grants Open to supervising Masters/PhD students in curriculum-making and teacher education Collaborative projects include integrating Indigenous knowledge into teacher training programs in Vietnam Labs/Teams Associate Editor of Curriculum Perspectives Active in international education research networks